Why this matters
Every pupil in your maths circle is on a journey, and it can take them as far as they want to go. Along the way they reach milestones that recognise what they have achieved and what they are ready for next, so their progress is real and properly celebrated. Beyond the circle there is more: chances to take part in additional maths opportunities and to solve problems alongside others who think the way they do.
The maths they are doing now is where it starts. Pattern recognition, logical thinking, building an argument, generalising, and modelling real situations are the same skills behind the apps they use every day, the AI they keep hearing about, the spacecraft being designed, and the clean energy the planet needs. Maths gives them the edge, and Axiom Maths gives them somewhere to take it.
None of this happens without you. You are the reason that path becomes visible. Building a culture that keeps pupils coming back is how you keep them on it.
Take a pastoral approach
Mentoring maths circles is about more than the maths. We want to support pupils more widely, so take a pastoral approach and let your circle feel less formal than a lesson.
In practice, that means following up on poor attendance, finding out what is getting in the way for an individual pupil, and exploring creative solutions. Working with the school's pastoral team, or any other advocate a pupil has in school, makes this easier.
It works. Over 90% of pupils on the programme say maths circles are fun, on top of the satisfaction of getting lost in the maths and solving interesting problems.
Make it feel like a team
Your most important task in the first term is to build an inviting atmosphere and a sense of community. Pupils keep coming back because they want to see their friends who think like them. They don't want to let them down. Plan for this from the start. Think about how you will reward pupils and build in activities they can do in pairs or as a group.
Support pupil self-esteem
Wrestling with Axiom Maths problems excites some pupils, but it can shake others' belief that they are "good at maths". Expect this, and reassure pupils that getting stuck is a crucial part of being a mathematician.
The path isn't always easy, and it isn't meant to be. Real growth happens each time a pupil steps into something difficult. Your job is to help them stay in those moments, keep going, and come out the other side. Praise effort and process rather than the outcome, and remind them the journey matters more than the destination.
Reward and celebrate engagement
Milestones keep pupils motivated, because progress feels real when it is recognised. Schools have used a range of ideas to celebrate it:
- Drinks and snacks at each session.
- End of block pizza parties.
- End of block certificates (available on the Hub).
- Skip the lunch queue passes, where circles run at lunchtime.
- Giving out free Axiom Maths merchandise (sent to your school for Year 7 pupils at the start of each year).
- Existing school reward systems.
- Sharing success at end of term assemblies and celebrations.
Keep checking the Hub or speak to your Axiom Maths contact if you want more ideas to celebrate achievement. The Hub is updated regularly with new resources for this.
If your numbers begin to drop
Strong recruitment and retention builds a committed group, though we know this is harder in some contexts. Over-recruit at the start, aiming for 10 pupils, and maintain a group of 6-8 over the long term.
If you do lose a pupil, replace them as soon as you can, unless you over-recruited at the start. Don't wait until numbers fall to a point that risks the group's long term viability.
Speak to your Axiom Maths contact early for support and suggestions.
Communicate with parents and carers
The support of parents and carers is crucial to pupils getting involved and staying engaged. They can be instrumental in overcoming both practical and attitudinal barriers, so make contact early.
Over their five years on the programme, most pupils will have at least one moment when they think about stopping. What a parent or carer says then can make all the difference. So your aim is twofold. First, help parents and carers feel their child has been identified as special, with great opportunities ahead. Second, get them to commit to their child attending, even if the child's own interest dips for a while.
To parents and carers, you could:
- Send the postcards Axiom Maths provides when a pupil has shown the 3A behaviours.
- Highlight a pupil's achievements, and send congratulations home when they do well.
- Encourage pupils to photograph a problem or game to take home and share with family.
- Make at least one positive contact home each term, so every pupil's family hears good news, not only news about absence.
- Contact home for any unexpected or repeated absence.
- Attend parents’ evening as an Axiom Maths Mentor to celebrate pupils’ successes.
Our website contains a short guide to help parents understand the programme. You can share this with parents and invite any questions they still have.